Training text editors as part of a general programme in language practice: a process-oriented approach

Abstract

This article sets out the argument that the training of text editors may be done effectively and productively as part of university undergraduate and postgraduate programmes in language practice, alongside disciplines such as translation and interpreting. It is postulated that such programmes should be broadly based in the humanities and social sciences, but with significant emphasis on and links with the industry for which learners are being prepared. While it is believed that the practical aspects of becoming a text editor are of paramount importance in such a course, a great deal of emphasis is also placed on a solid theoretical foundation, so that learners will be able critically to reflect on the practice of text editing and the decision-making processes that it involves. Based on these assumptions, the article presents an outline of an undergraduate and honours course in language practice (offered at the Vaal Triangle Campus of the North-West University), integrating the training of text editors with other subjects in language practice and the humanities. Furthermore, a process-oriented approach, based on the approach outlined by Gile (1995) for the training of translators, is put forward, together with an idealised sequential model of the editing process that may be useful for teaching-learning purposes.